Setting a Framework of Inclusive Support for Students With Disabilities

Setting a Framework of Inclusive Support for Students With Disabilities

Johnny R. O'Connor Jr.
Copyright: © 2022 |Pages: 13
DOI: 10.4018/978-1-6684-3542-7.ch017
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Abstract

The purpose of this chapter is to provide guidance to parents, teachers, and school administrators, as it relates to the various elements and considerations to implementing inclusion programming in schools. The author introduces the implementation of inclusion in terms of a multidimensional framework needed to support the inclusion of students with disabilities (SWD) in general education classroom settings. Inclusive settings allow access to the general education curriculum, ensuring compliance with federal law, and enhanced academic and social opportunities for students with disabilities. A discussion of key stakeholders in inclusion, as well as preparation, implementation, and sustainability of inclusion efforts are also reviewed.
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Building Inclusive Frameworks To Support Students With Disabilities

Many leaders have embraced the concept of inclusion in education. However, several leaders continue to struggle with the idea that students with disabilities can benefit from a general education environment, while others find it difficult to pinpoint a proper design and balance to accommodate the varied educational needs. Having a better understanding of the basic framework of inclusion assists in building the capacity and competency needed to effectively implement and guide the development of a quality instructional design. This includes being cognizant of all stakeholders involved, as well as their role, perceptions, and apprehensions when preparing to lead in this environment.

Stakeholders in Inclusion

As previously noted, inclusion of SWDs in the general education setting has been in existence for quite some time. Despite this, the concept of inclusion is often met with conflicting views and ideologies. This has not been unexpected, due to the fact that inclusion involves the careful coordination of roles and perspectives of a variety of stakeholders, such as parents, teachers, administrators, and other pertinent staff members. Nonetheless, as educators approach the development of more inclusive frameworks, it is important to consider the perspective and relevance of each stakeholder group.

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